We have found Ambrose et al.’s Classroom Climate framework useful for identifying aspects of classroom environments that are largely implicit and invisible. Classroom Climate encourages us to think about how these factors impact student learning. Our work with Classroom Climate has led us to consider additional layers of context for situating complex classroom situations—for example, the histories of the place where a classroom is located and the institutional contexts surrounding the classroom.
Indigenous Initiatives engages in strategic projects that support the UBC teaching and learning community in connecting with the unceded Musqueam land on which our work and learning takes place because we consider place to be a key factor that contributes to Classroom Climate. The classroom is neither a neutral nor abstract space; it is firmly situated within, and shaped by, complex histories, politics, social relations, and power struggles.
Institutional contexts and campus climate also contribute to Classroom Climate. We have been working with groups at UBC to offer programming and resources about campus climate and its effects on teaching and learning. As part of our commitment to improving campus climate at UBC, we are members of CTLT’s Equity and Diversity Working Group, which takes action on matters relating to intersectional gender-based violence and Aboriginal stereotypes in teaching and learning contexts.